Inclusion is a topic that is still at the forefront of educational controversy, in the classroom and also in Congress. According to The Cyclopedic Education Dictionary, inclusion can be defined in two ways: one, inclusion can be defined as the placement of disabled children in a general classroom setting for the entire school day and two, inclusion can be defined as the placement of disabled students into a general classroom setting for part of the day while they are placed in a special setting during the other part of the day (Spafford and Grosser, 1998). Parents and teachers have been debating the issue of full inclusion of disabled students in public schools since the passing of the Education for all Handicapped Children Act of 1975. The social implications of full inclusion can be both positive and negative for the student, with the positive results stemming from adequate and beneficial programs implemented by public schools.
Before 1975 all disabled children were included in general education classrooms; however, children with severe disabilities were placed in institutions for educational and living purposes. In 1975, Congress passed the Education for all Handicapped Children Act, which stipulates that all disabled students should be placed in a classroom considered the least restrictive environment for learning. This act does stress the importance of learning in an inclusive environment; however, it does not restrict the placement of students with severe disabilities into a segregated environment (Romano and Chambliss, 2000). In 1991, the name of the law was changed to the Individuals with Disabilities Education Act (IDEA) after some amendments were made. This new law states that every child with a disability has a ri...
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...s. ERIC Clearinghouse on Elementary and Early Childhood Education.
Individuals with Disabilities Education Act (IDEA). (2001, December). Retrieved November 24, 2002, from http://www.pta.org/ptawashington/issues/idea.asp.
Lipsky, D. and Gartner, A. (1998). Taking inclusion into the future. Educational Leadership, 78-81.
Merritt, S. (2001). Clearing the hurdles of inclusion. Educational Leadership, 59, 67-70.
Romano, K., & Chambliss, C. (2000). K-12 teachers' and administrators' attitudes toward inclusive educational practices. Handicapped and Gifted Children. 1-29.
Sage, D.D. (Ed.). (1997). Inclusion in Secondary Schools: Bold Initiatives, Challenging Change. New York: National Professional Resources, Inc.
Spafford, C., Pesce, A., & Grosser, G. (1998). Inclusion. In The Cyclopedic Education Dictionary. (p. 29). Albany: Delmar Publishers.
Howard Hawkes' 1948 Red River will serve as our example of the western model.The opening credits rise literally out of the landscape, and we're told in the opening narration that this is a story of the landscape, in that it recounts the first major cattle drive along the Chisholm trail from Texas to Abeline, Kansas.In the 1st scene we see a vastly open prairie with a small wagon train almost lost in its expanse.We discover immediately that Dunson (John Wayne) is leaving the wagon train to strike out on his own.The signature trait of Dunson is the first of the western hero's trademarks: once he's made up his mind, "nothing anyone says or does can change it"; despite the entreaties of the wagon master and his putative girlfriend, Dunson sets out south with only his friend, Tom Groot (played by Walter Brennan).
2: Miller, Gabriel. 'Shane Redux: The Shootist and the Western Dilemma', The Journal of Popular Film and Television, Vol.11, No.2, Summer 1983.
Somewhere out in the Old West wind kicks up dust off a lone road through a lawless town, a road once dominated by men with gun belts attached at the hip, boots upon their feet and spurs that clanged as they traversed the dusty road. The gunslinger hero, a man with a violent past and present, a man who eventually would succumb to the progress of the frontier, he is the embodiment of the values of freedom and the land the he defends with his gun. Inseparable is the iconography of the West in the imagination of Americans, the figure of the gunslinger is part of this iconography, his law was through the gun and his boots with spurs signaled his arrival, commanding order by way of violent intentions. The Western also had other iconic figures that populated the Old West, the lawman, in contrast to the gunslinger, had a different weapon to yield, the law. In the frontier, his belief in law and order as well as knowledge and education, brought civility to the untamed frontier. The Western was and still is the “essential American film genre, the cornerstone of American identity.” (Holtz p. 111) There is a strong link between America’s past and the Western film genre, documenting and reflecting the nations changes through conflict in the construction of an expanding nation. Taking the genres classical conventions, such as the gunslinger, and interpret them into the ideology of America. Thus The Western’s classical gunslinger, the personification of America’s violent past to protect the freedoms of a nation, the Modernist takes the familiar convention and buries him to signify that societies attitude has change towards the use of diplomacy, by way of outmoding the gunslinger in favor of the lawman, taming the frontier with civility.
The research has repeatedly shown that inclusion models are most beneficial to students with disabilities, including students with severe disabilities. The districts in which the students in the teacher education students have been placed in have a problem with incorporating inclusive education for their students. Students are isolated within self-contained classrooms, and consequently, they are missing out on vital academic, social, and functional skills.
What do we do with children with disabilities in the public school? Do we include them in the general education class with the “regular” learning population or do we separate them to learn in a special environment more suited to their needs? The problem is many people have argued what is most effective, full inclusion where students with all ranges of disabilities are included in regular education classes for the entire day, or partial inclusion where children spend part of their day in a regular education setting and the rest of the day in a special education or resource class for the opportunity to work in a smaller group setting on specific needs. The need for care for children with identified disabilities both physical and learning continues to grow and the controversy continues.
Few Hollywood film makers have captured America’s Wild West history as depicted in the movies, Rio Bravo and El Dorado. Most Western movies had fairly simple but very similar plots, including personal conflicts, land rights, crimes and of course, failed romances that typically led to drinking more alcoholic beverages than could respectfully be consumed by any one person, as they attempted to drown their sorrows away. The 1958 Rio Bravo and 1967 El Dorado Western movies directed by Howard Hawks, and starring John Wayne have a similar theme and plot. They tell the story of a sheriff and three of his deputies, as they stand alone against adversity in the name of the law. Western movies like these two have forever left a memorable and lasting impressions in the memory of every viewer, with its gunfighters, action filled saloons and sardonic showdowns all in the name of masculinity, revenge and unlawful aggressive behavior. Featuring some of the most famous backdrops in the world ranging from the rustic Red Rock Mountains of Monument Valley in Utah, to the jagged snow capped Mountain tops of the Teton Range in Wyoming, gun-slinging cowboys out in search of mischief and most often at their own misfortune traveled far and wide, seeking one dangerous encounter after another, and unfortunately, ending in their own demise.
Schools in today’s society are rapidly changing and growing striving to implement the best practices in their schools. Nonetheless, before a school can implement a program in their school, they need reliable evidence that the new program will work. A new program that schools are aiming to implement is inclusion in the classroom because of the benefits inclusion could bring. The implementation of inclusion is strongly connected by people’s attitudes whether they are positive or negative. However, while inclusion is being widely implemented, there is comparatively little data on its effectiveness. It may be that inclusion benefits some areas such as reading and social skills, more than it does others.
Legally, Inclusion is defined by Public Law 94-142 from 1975. This law, known as the Individuals with Disabilities Education Act or IDEA, does not contain the term “inclusion”, however, it describes the term “Least Restrictive Environment” which means that a handicapped child must be placed in a classroom that can meet their needs but is as close to a regular classroom as possible (Villa p. 4). IDEA states that:
The true purpose of school is to prepare children for their future in becoming lifelong learners and global citizens. For children with special needs, special education services prepare and provide support for them in dealing with the challenges they face daily. Laws such as Individuals with Disabilities Education Act has enforced schools to provide education to all children and reinforces the purpose of the school, which is to provide children the Least Restrictive Environment to help them develop to their optimal potential. There are myriad of concerns regarding inclusion’s effect on typical developing students, yet a research done by Bui, Quirk, Almazan, and Valenti shows that “[p]resence of students with disabilities results in greater number of typical students making reading and math progress compared to non-inclusive general education classes” (p. 3). Therefore, inclusion not only benefits children with disabilities, but it also benefits typical developing student’s academic skills and allows them to learn acceptance and respect for students with disabilities.
The American film industry’s early attempts at the narrative Western were limited and in the early years were produced mainly in the east. During this early time in the film industry the...
Inclusion of all students in classrooms has been an ongoing issue for the past twenty-five years (Noll, 2013). The controversy is should special education students be placed in an inclusion setting or should they be placed in a special education classroom? If the answer is yes to all special education students being placed in inclusion, then how should the inclusion model look? Every students is to receive a free an appropriate education. According to the Individual Education Act (IDEA), all students should be placed in the Least Restrictive Learning Environment (Noll, 2013).
Inclusion in classrooms is defined as combining students with disabilities and students without disabilities together in an educational environment. It provides all students with a better sense of belonging. They will enable friendships and evolve feelings of being a member of a diverse community (Bronson, 1999). Inclusion benefits students without disabilities by developing a sense of helping others and respecting other diverse people. By this, the students will build up an appreciation that everyone has unique yet wonderful abilities and personalities (Bronson, 1999). This will enhance their communication skills later in life. Inclusive classrooms provide students with disabilities a better education on the same level as their peers. Since all students would be in the same educational environment, they would follow the same curriculum and not separate ones based on their disability. The main element to a successful inclusive classroom, is the teachers effort to plan the curriculum to fit all students needs. Teachers must make sure that they are making the material challenging enough for students without special needs and understandable to students with special needs. Inclusive classrooms are beneficial to students with and without special needs.
Inclusion has become increasingly important in education in recent years, with the Education for Persons with Special Educational Needs Act being passed in 2004 to ensure equality in our system. In summary, inclusion is the idea of there being no child...
In first being able to define inclusive education, it is necessary to understand the diversity of the student population. Disability comes in my varying forms and can be physical, sensory, intellectual, mental health and emotional, developmental, and non-visible (e.g. asthma). If disability was the only agent to consider in the diversity scenario things would be easier for teachers but there are a number of other classifications of students to consider: Gifted or talented; English as a second language (ESL); Indigenous students; and many other classifications which fall under the societal/family/personal heading (Ashman & Elkin, 2012).
The philosophy of inclusive education has “brought about teams of general education and special education teachers working collaboratively or cooperatively to combine their professional knowledge, perspectives, and skills” (Ripley, 1997). Many approaches have been developed and researched over the years to determine best practices for inclusive education in public schools, which include mainstreaming and specialized schools. The challenge for educators and school systems is deciding which approach and strategies meets the individual needs all students in classrooms.